ERIC EJ1070212: Requirements and Constraints of B.Ed., Trainees in Communicative English

2012·0.08 MB·English

by  ERIC

RESEARCH PAPERS
REQUIREMENTS AND CONSTRAINTS OF B.Ed., TRAINEES IN
COMMUNICATIVE ENGLISH
By
G. SUBRAMONIAN * D. HALLEN **
* Associate Professor, Ramakrishna Mission Vidyalaya College of Education, Coimbatore.
** Assistant Professor, English Education, Dr. Sivanthi Aditanar College of Education, Tiruchendur.
ABSTRACT
English is described as a language of modernization in the scientific era and widely used language in the Mass Media.
There are several factors – linguistic, physical and psychological that affects listening, reading and writing
comprehension. These influential factors were analysed in the present study by adopting the survey method in which
Communicative English Requirement scale (CERS) and Constraints in communicative English check list (CCEC) tools
were used to collect the relevant data from the respondents. Totally 250 samples of prospective teachers were analysed
and findings predict that significant difference exists based on gender, residential locality and on branch of study.
Keywords: Requirements, Constraints, Communication.
INTRODUCTION described and the authors call for preparation of suitable
English as one of the world's leading language of scientific reading material and changes in the courses and syllabi
research, the present day students of our country realized with more emphasis on the teaching of English language
that all modern information in any discipline like Science, rather than the classics of English literature.
Computers, Technology, Agriculture, Economics, Space G.Lokanadha Reddy and Shanthakumari (2004) analysed
Technology, Law, Political Science, Education and physical English Language learning difficulties; Metacognitive
Education, etc. is readily available in English. It is the awareness of students. Language proficiency and
language of opportunities which has been broadly used in metacognitive abilities have bi-directional relationship
the mass media and hence it is essentially required for any from 20 level of schooling onwards. In the educational,
teacher as it makes them highly resourceful. In the present context, language learning difficulties (LLD) emanate from
scenario, there are several factors – linguistic, physical and Receptive phonological and Expressive (RPE) language
psychological - that affect listening reading and writing areas due to metalog native strategic deficits.
comprehension. Identification of LLD and assessment of metacognitive
The influential factors and features noted in Table 1 affect strategic use of second language (English) learners are the
the mastery over the speaking, analysing the segments, two major imperatives for designing and implementing
conference skills, writing skills, reading and reference skills. language intervention programs.
Review of Literature Valid and reliable teacher-made and curriculum based
diagnostic tools, serve there purposes. The present study
Sangeeta and Surrender Dillon (2004) studied English
had two objectives. i) to develop diagnostic tools to identify
Language teaching in rural areas', challenges and
the LLD of second language learners (English) at higher
solutions. The pathetic state of affairs in the teaching of
20level and ii) to develop metacognitive awareness
English language in the rural areas of our country has been
questionnaires (MCAQ) and to find out the difference
Factors Features between LLD students and normal students in their
Linguistic Factors lack of language proficiency and vocabulary metacognitive awareness. The study arrived at the findings
Physical Factors noisy places- not conducive to listen write and
to read that at HSC level, the students having LLD are in huge
Psychological Factors lack of interest, negative attitude, impatience,
proportions and there are close links between LLD and
and over – enthusiasm.
metacognitive strategic deficits. The study underlined the
Table 1. The Factors and Features of English Learning
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RESEARCH PAPERS
need for language intervention programs with the researcher was also administrated to participants.
metacognitive strategic orientation. Statistical analysis was employed to confirm and compare
the college student attitudes and motivations to learn
Rajender Kumar (2007) studied Effective Communication
English a foreign language and to determine the
for a teacher in which analyses were made on exchange
relationships between variable of attitude and motivation,
their feelings, experiences and thoughts through verbal
self-reported English proficiency, and parental
and nonverbal communication. The interpersonal
encouragement.
relationship depends upon the effectiveness of such
communication. Good teachers are always good The findings revealed that English students had more
communicators. The teacher having mastery over the positive attitudes toward Americans and learning English.
subject matter but poor at communication skill cannot be Senior English major students expressed more positive
called a good teacher. Good classroom climate or attitudes toward Americans and learning English and
motivation of the students is possible through the effective endorsed higher integrative and instrumental reason for
communication of the teacher. Successful learning English than freshman English majors. Non-English
communication transmits values, attitudes and feelings major seniors had slightly less positive attitudes toward
through properly chosen words. Some background in Americans and learning English and lower integrative and
communication like concept of communication, process instrumental motivations than freshman non-English
of communication, principles of communication, barriers majors. However, senior non-English major student English
of communication and methods to overcome the barriers proficiency was higher than that of freshman non-English
of communication, the concept of communication majors. Female college students scored significantly higher
technology, the various modes of communication on attitudes and integrative motivation than male students.
technology, the concept of ISEP (Inner side of effective No gender difference was found on instrumental
people) ISEC (Inner side of effective communication) motivation.
illustrate why and how communication is a responsible task The findings further revealed that students who had higher
and facilitate the teacher to practice effective positive attitudes toward English learning scored higher on
communication. self-reported English proficiency. Finally, parental
Chou, Ai – Lien, 2005. Analysed factors affecting the encouragement did influence their children's
learning of English: A study of the attitudes toward and achievement and motivation in studying English. Students
motivation for learning English as a foreign language who perceived more parental encouragement and
among university students in Taiwan. The major purpose of support got higher mean scores on attitudes toward and
this study was to investigate attitudes and motivations of motivation for English learning and self-reported English
college/university students toward learning English as a proficiency.
foreign language (EFL) in Taiwan. The relationship between Need for the Study
EFL college students attitudes and motivations and their self
Communication is an important feature of life in the
reported English proficiency was also tested. In addition,
modern world. As the world has shrunk so rapidly through
the impact of parental encouragement and support was
the introduction of ever faster methods of technology, so
examined.
the need for understandable communication is increased.
The data of the research was provided by a total of 285 Many experts and research scholars are pointing out that
freshman and senior year college students from Tainan the communicative ability of the learners of the technical
and Taipei, Taiwan. The Attitudes/Motivation Test Battery education is not satisfactory. The learners are highly
(A/MTB) (Gardner, 1958, 1960) was the survey instrument inadequate in all the language skills. The present status of
used in the study. A background information and self- English in B.Ed is not up to mark. Both the teachers and
reported English proficiency questionnaire developed by students are facing several problems regarding language
28 i-manager’s Journal on English Language Teaching, Vol. 2 l No. 1 l January - March 2012
RESEARCH PAPERS
acquisition. The English syllabus in B.Ed doesn't promote the ·To find out whether there is any significant difference in
four major communicative skills (Listening, speaking, the mean scores of Requirements and constraints of
reading and writing) of the students. Based on this, the the B.Ed trainees in communicative English with
investigator tries to understand the requirements of the B.Ed respect to their residence.
trainees in communicative English and the barriers in it. ·To find out whether there is any significant difference in
Statement of the Problem the mean scores of Leadership Behaviour among the
B.Ed. Trainees with respect to their branch of study.
The problem of the study is stated as “Requirements and
Constraints of B.Ed trainees in communicative English''. Hypotheses of the Study
Operational definitions of key terms ·There is no significant difference in the mean scores of
Requirements of the B.Ed trainees in communicative
Requirements
English with respect to their gender.
Number and types of credits a student needs to obtain for
·There is no significant difference in the mean scores of
degree or prerequisites for entering a course or for taking a
Requirements of the B.Ed trainees in communicative
job.
English with respect to their age.
Constraint
·There is no significant difference in the mean scores of
According to the new Oxford Thesaurus of English
Requirements of the B.Ed trainees in communicative
Dictionary year 2000 Constraint means,
English with respect to their residence.
·Restriction
·There is no significant difference in the mean scores of
·Hindrance
Requirements of the B.Ed trainees in communicative
·Curb English with respect to their branch of study
·Hamper Method Adopted in the Present Study
Communication Best (1989) defines the survey method as one that is
Imparting of a message not only verbally but also through concerned with the conditions or relationship that exists.
body language and use of space, voice and eye contact. Practices, that prevail views on attitudes that are held;
Exchange of meaning between people taking place either process that, are going on: effects that are being felt: or
through language or non verbally and varying with different trends that are developed.
degrees of knowledge, motivation and attitudes. In the present study, the investigator has employed the
Objectives of the Study survey method. Survey method is a method for collecting
and analysing data, obtained from large number of
General Objective
respondents representing a specific population collected
The present study is to find out the “Requirements and
through highly structured and detailed questionnaire or
constraints of the B.Ed trainees in communicative English”.
other techniques. This method is useful for developmental
Specific Objectives
studies where the current problems are described, as at
· To find out whether there is any significant difference in present.
the mean scores of Requirements and constraints of
Population of the Study
the B.Ed trainees in communicative English with
The students of B.Ed. colleges in Tuticorin district were
respect to their gender.
selected as the population of the study.
· To find out whether there is any significant difference in
Sample selected for the study
the mean scores of Requirements and constraints of
In this research, the method used for sample was simple
the B.Ed trainees in communicative English with
random sampling; this is a method ensuring representation
respect to their age.
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of the population and avoids bias of sampling. The factors Validity of the Tool
taken into consideration are gender, and residential Validity is the most critical criterion and it indicated the
locality, etc. A good sample must be representative of the degree to which an instrument measures what it is
entire population for this study. 250 samples has been supposed to be measure. In this investigation the tool were
collected using Simple Random Sampling technique submitted to the panel of experts scrutinized the
which is mentioned in Table 2. developed tools and their suggestion were incorporated.
Research Tools Thus the validity of the tool is established.
The following tools were used to collect the relevant data Statistical techniques Used
from the respondents. The following statistics have been used for the analysis of
·Communicative English Requirement scale (CERS) data
· Constraints in communicative English check list (CCEC) ·Mean
·Personal Data sheet (PDS) ·Standard Deviation
Pilot Study ·Student 't' test
Pilot study was effective in facilitating the final study. It Analysis of Data
helped the investigator in understanding the problem Hypothesis-1
faced, while doing the research work. The pilot study was
There is no significant difference in the mean scores of
conducted on 25 B.Ed. trainees to establish reliability and
requirements of the B.Ed trainees in communicative English
validity of the research tools used in this study and to
with respect to their gender.
streamline the instruction to be given for each test.
Since the calculated t' value (2.3478) is greater than the
Reliability of the Tool
table value (1.96) at 0.05 level of significance (Table 3) the
Reliability is an important test of sound measurement. Two null hypothesis -1 with reference to gender of the B.Ed
aspects of reliability viz., stability and equivalence deserve Trainees is rejected. Hence there is significance between
special mention. The stability aspect is concerned with male and female students in their mean scores
securing consistent results with repeated measurements of requirements of communicative English. The male students
the same person and with the same instrument. The have more requirements than their counterparts
equivalence aspects consider how much error different
Hypothesis-2
investigators of different samples of item beings studies
There is no significant difference in the mean scores of
may introduce. To find out the reliability of the tool, Test and
requirements of the B. Ed trainees in communicative
Retest method were used. The reliability of the test has been
English” with respect to their age.
calculated by using Pearson's Product Moment Correlation
Since the calculated 't' value ( 0.4701) is less than the table
Coefficient formula. The value obtained was 0.81.
value (1.96) at 0.05 level of significance, the null hypothesis
S.No. Name of the College Number of Samples
-2 with reference to age of the B.Ed trainees is accepted
1 Dr. Sivanthi Aditanar college of Education, 52
(Table 4). Hence there is no significance between below
Tiruchendur, Thoothukudi District.
2. St. Joseph college of Education, Puthukulam, 33 the age 25 and above 25 age of students in their mean
Thoothukudi District.
3. Rev. John Thomas college of education for 40 scores requirements of communicative English.
women, Meignanapuram, Thoothukudi District.
4. Annamal college of Education for women, 64 Gender Number Mean SD Value ‘t’ Remarks at 0.05 level
Tiruchendur Road, Thoothukudi .
Male 56 69.4286 11.3340
5. V.O.C.college of Education, Palayamkottai Road, 61
2.3478 Sig
Thoothukudi.
Female 194 73.4948 11.7013
Total number of samples 250
(Critical value at 0.05 level = 1.96)
Table 2. Showing the details of the sample selected Table 3. Difference between the mean scores of requirements of
different types of B.Ed. colleges B.Ed. trainees in communicative English with respect to gender
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Age Number Mean SD Value ‘t’ Remarks at 0.05 level requirements of the B.Ed trainees in communicative
Below 25 207 72.7440 11.7205 English” with respect to their age.
0.4701 N.S
Above 25 43 71.8140 11.8209 ·There is significant difference in the mean scores of
(Critical value at 0.05 level = 1.96) requirements of the B.Ed trainees in communicative
Table 4. Difference between the mean scores of requirements of
B.Ed. Trainees in communicative English with respect to age English” with respect to their residence.
Hypothesis-3
·There is significant difference in the mean scores of
There is no significant difference in the mean scores of requirements of the B.Ed trainees in communicative
requirements of the B.Ed trainees in communicative English” with respect to their branch of study.
English” with respect to their residence.
Interpretation
Since the calculated 't' value (2.2130) is greater than the
There is significant difference in the mean scores of
table value (1.96) at 0.05 level of significance, the null
Requirements of the B.Ed trainees in Communicative
hypothesis -3 with reference to locality of residence of the
English with respect to their gender. Female respondents
B.Ed Trainees is rejected (Table 5). Hence there is
have more requirement than the male in Communicative
significance between Rural & Urban students in their mean
English. This may be due to the fact that the culture, family
scores requirements of communicative English.
background, lack of opportunities for social interaction and
Hypothesis-4 their intellectual psychological growth.
There is no significant difference in the mean scores of There is significant difference in the mean scores of
requirements of the B.Ed trainees in communicative Requirements of the B.Ed trainees in Communicative
English” with respect to their branch of study. English with respect to their locality of residence. Urban
Since the calculated 't' value (2.8239) is greater than the students have more requirements than the rural students in
table value (1.96) at 0.05 level of significance, the null Communicative English. This may be due to the fact that
hypothesis -4 with reference to branch of study of the B.Ed the urban students have lethargic behaviour and they don't
trainees is rejected (Table 6). Hence there is significance recognize the importance of academic activities .similarly,
between arts and science students in their mean scores Sangeeta and Surrender Dillon (2004) studied English
requirements of communicative English. Language teaching in rural areas challenges and solutions.
The pathetic state of affairs in the teaching of English
Findings of the Study
language in the rural areas of our country has been
·There is significant difference in the mean scores of
described.
requirements of the B.Ed trainees in communicative
There is significant difference in the mean scores of
English” with respect to their gender.
Requirements of the B.Ed trainees in Communicative
·There is no significant difference in the mean scores of
English with respect to their branch of study. Arts students
Locality Number Mean SD Value ‘t’ Remarks at 0.05 level have more Requirements than the science students in
Rural 163 71.3558 11.1601
Communicative English. This may be due to the fact that
2.2130 Sig
Urban 87 74.8851 12.4415 the arts students have less exposure to English and low self
(Critical value at 0.05 level = 1.96)
Table 5. difference between the mean scores of requirements of esteem.
B.Ed trainees in communicative English with respect
Suggestions for Further Research
to residential locality
Branch Number Mean SD Value ‘t’ Remarks at 0.05 level The following topics are suggested for further research in
Arts 104 75.0385 11.6972 this area.
2.8239 Sig
Science 146 70.8356 11.4593 ·The requirements and constraints of the college
(Critical value at 0.05 level = 1.96)
Table 6. difference between the mean scores of requirements of learners in communicative English can be done.
B.Ed trainees in communicative English with
respect to branch of study ·The study may be extended to the students of
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RESEARCH PAPERS
engineering colleges. References
·The study can be repeated with large number of Books
samples representing all educational districts. [1]. Hariprasad (2004). Communicative English,
·Multimedia computer courseware may be developed Neelkamal Publications, Hyderabad.
to improve the communicative competence of the [2]. Sakat Raman Tiwari (2007). The Teaching of English,
learners in English language so as to enable the APH Publishing Corporation, New Delhi.
learners to get mastery of language skills on the basis of
[3]. Singh (2007). Teaching of English, Adhyayam
their performance, speed and ability.
publishers and Distributors, New Delhi.
Limitations of the Study
[4]. Verghese (2005). Creativity in English Language
Even though every attempt has been made to make the Teaching, Anmol publications, New Delhi.
study more precise and objectives as possible, the
Journals
investigator in the present study has noted the following few
[1]. Jagnath dange, (2011). Effectiveness of peer – tutoring
limitations.
on English Language achievement and Nurturing effects.
The present study was restricted to B.Ed. Trainees of
Research and Reflection on Education. Vol.9.
Thoothukudi District.
[2]. Tejeswara Rao Gurugubelli, (2010). The Role of
·Even though, collecting data being a complex
common skills among polytechnic Students. Edutrack Vol.
phenomenon, involving a variety of variables, so the
9.
study had been limited to a few selected variables
[3]. Rajendra Kumar, (2007). Effective communication for
such as gender, age, locality of the residence, branch
a teacher. Edutrack Vol. 6.
of study, medium of study at school level, locality of the
[4]. Sangeeta and Surrender Dillon, (2004). English
institution, type of the institution, type of the
language teaching in rural areas, challenges and
management, father's educational qualification, and
solutions, Edutrack, Vol. 3.
marital status.
·The study was conducted among the B.Ed., trainees [5]. Saravana Selvan, (2006). Play and teach English.
Edutrack. Vol. 5.
and not extended to others studying in Arts College
because of various constraints. [6]. Meganathan, (2006). English Language Education in
Indian Schools. Edutrack, Vol. 6.
Conclusion
Webiliography
The present study reveals that the B.Ed., trainees have
many requirements and constraints as the effective [1]. WWW.eric.edn.govt accessed on October 23, 2011
communication is considered to be an essential factor for [2]. WWW.search.eric.org viewed October 18, 2011
the success of the teaching -learning process
[3]. WWW.internet.world.com viewed on October 15, 2011
[4]. WWW.pdf.4me.net October 23, 2011
32 i-manager’s Journal on English Language Teaching, Vol. 2 l No. 1 l January - March 2012